REFLECTING ON STUDENT FREEDOMS Toby Spencer February 4, 2017 - - PowerPoint PPT Presentation

REFLECTING ON STUDENT FREEDOMS

Toby Spencer February 4, 2017

Critical Thinking Communication Collaboration Creativity

THE 4 C’S

OF THE COMMON CORE STATE STANDARDS

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Knowing your students and attending to all strengths and needs Strong content knowledge Use of effective instructional strategies and Depths of Knowledge (DOKs) Incorporating the 4 SBAC Claims and multiple assessments

Students Instruction & Pedagogy Content Knowledge Claims & Assessment

ELA Shifts Math Shifts

• 1. Informational Text

Building knowledge through content- rich non-fiction.

• 1. Focus

Narrow the scope of content and deepen how time and energy is spent.

• 2. Evidence from Text

Reading, writing, and speaking grounded in evidence from text, both literary and informational.

• 2. Coherence

Integration across grades & subject areas.

• 3. Text Complexity

Regular practice with complex text and its academic language.

• 3. Rigor

Conceptual understanding, procedural fluency, and application

• f skills in problem solving situations.

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COMMON CORE Sciences in schools NGSS Sciences in schools

Literate Reading

• f material about, and for, science issues

Intertwining three crucial aspects

• Disciplinary Core Ideas
• Cross-Cutting Concepts
• Science and Engineering Practices

Literate Writing

to build and present knowledge as claims backed up by arguments from readings, or personal experience

Working towards specified Performance Expectations

consistent with that vision, for all grade bands, and all sciences.

Lots of Reading

in many genres, to fully comprehend what

• thers said.

Lots of Exploring of, and with, materials

as the source of making reasoned empirical arguments.

Writing routinely

for a range of discipline-specific tasks, purposes and audiences.

Constructing deep, discipline-specific understandings

from empirical arguments, neither cluttered nor front-loaded with highly specific vocabulary bits.

Students become literate, adept at making meaning from, and with, discipline specific texts (all types) Students know science as something they, and scientists do, in order to come to know something new, to know how they know it, and why they trust it.

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Remembering Understanding Applying Analyzing Evaluating Creating

Bloom’s Taxonomy Updated

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Teaching Strategy Reflection Tool: Charting Creative and Social Freedoms

Solitary Discursive Interdependent Collaborative Collegial

Enhanced Community Enhanced Creativity

Prescriptive Suggestive Investigative Constructive Innovative

Reading Strategies Matrix

SQ3R R.A.F.T. Assignments Cornell Notes Student Video Creation Concept Mapping Philosophical Chairs Fill In Graphic Organizers Powerpoint/Prezi Presentations Graphic Organizers 10-Word Summaries Think, Pair, Share Memorizing and reciting text Fill in the Blank (Cloze Procedure) Group Posters Peer Editing Lecture Notes

(direct instruction)

Metacognitive Conversations Web Posters Interactive Journals Anticipation Guides or Sets Peer Editing of Writing or Video Non-Linguistic Representation Recreating Dramatic Scenes Producing Dramatic Scenes Poetry, Raps Songwriting S.S.R. Group Wiki Pages Computer Lab Games/Practice Audio Book Listening Teacher Read-Aloud Jump-in Reading (Popcorn Reading) Guest Speaker Presentation Creating Crossword Puzzles Creating Websites Class Discussions Multiple Choice Testing Notetaking from Readings Socratic Seminar Project-Based Learning Plan and Conduct Lab Experiment Completing Study Guides Take Home Tests Jigsaw Reading/Teaching Activities Student Demonstrations at Board Writer’s Workshop (gradual release) Reader’s Workshop (gradual release) Literacy Microlab Four Corners Rotations Formal Research Debate

LESSON PLAN GLOSSARY

10-Word Summaries: Students read a passage then create summaries of ≤10 words Anticipation Guides or Sets: Guided questioning to access student’s prior knowledge or perspectives  Cloze Procedure: Fill in the blank guides (for notes, videos, etc) Concept Mapping: Building a web of nouns with connecting verbs, showing relationships Cornell Notes: 2-Column AVID style note-taking format. Creating Crossword Puzzles: Using software or other means to make solvable crossword puzzle Creating Websites: Design a user-friendly webspace for teaching, learning, or collaborating Graphic Organizers: Template to organize ideas from readings, brainstorms, etc. Group Wiki Pages: Students interact and collaborate on an editable web document (like google docs) Interactive Journals: Students cite textual evidence and provide interpretations in an ongoing reading log. Jigsaw Activity: Students gain “expertise” in a piece of larger reading, then teach others in their “home” group. Metacognitive Conversations: Talking about thinking about your thinking (discussing how you learn and know) Non-Linguistic Representation: Drawing or diagramming, rather than describing ideas or events linguistically Peer Editing: Students read and give constructive feedback to other student work  Philosophical Chairs: Guided group discussion/debate of a controversial issue (AVID) Plan and Conduct Lab Experiment: Students design and modify a lab to test questions they formulate. Popcorn Read-Aloud: Class reads together and students select next reader Powerpoint/Prezi Presentations : Multimedia software presentations Project-Based Learning: Long-term creations that infuse reading, writing, technology, and content standards.  R.A.F.T. Assignments: Role, Audience, Format, Topic writing assignment generator S.S.R.: Silent Sustained Reading in class, usually of student-selected material  Socratic Seminar: Guided group discussion of a text selection, using a specific format (AVID)  SQ3R: Survey, Question, Read, Recite, Review (often done for homework) Student Demonstrations at Board: Students teach, guide, or explain their work on the board or overhead Take Home Tests: Content tests requiring extended thinking, writing, or research. Not a bubble test. Think, Pair, Share: Silent write, then whisper with your partner, then share out with class or table group Web Posters: Using images and words, students create a small online display and explanation of a concept.

Grade 9-10 History Literacy Standards

Key Ideas and Details:

CCSS.ELA-LITERACY.RH.9-10.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-LITERACY.RH.9-10.3

Analyze in detail a series of events described in a text; determine whether earlier events caused later

• nes or simply preceded them.

Craft and Structure:

CCSS.ELA-LITERACY.RH.9-10.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-LITERACY.RH.9-10.5

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RH.9-10.7

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

CCSS.ELA-LITERACY.RH.9-10.8

Assess the extent to which the reasoning and evidence in a text support the author's claims.

CCSS.ELA-LITERACY.RH.9-10.6

Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Grade 9-10 Science Literacy Standards

Key Ideas and Details:

CCSS.ELA-LITERACY.RST.9-10.2

Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

CCSS.ELA-LITERACY.RST.9-10.1

Cite specific textual evidence to support analysis

• f science and technical texts, attending to the

precise details of explanations or descriptions. Craft and Structure:

CCSS.ELA-LITERACY.RST.9-10.4

Determine the meaning of symbols, key terms, and

• ther domain-specific words and phrases as they are

used in a specific scientific or technical context.

CCSS.ELA-LITERACY.RST.9-10.5

Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RST.9-10.7

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

CCSS.ELA-LITERACY.RST.9-10.8

Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.

Degrees of Freedom Defined

Degrees of Social Freedom

Solitary: Students work alone (silently) on an individual task without peer input or interaction. Discursive: Students discuss their thoughts, feelings, findings, etc. in pairs, small groups, or whole class settings. Interdependent: Students rely on information or data from others to complete their task (surveys, jigsaw, lab data, etc.) Collaborative: Cooperative group work in which students delegate and manage their group’s progress in a project. Collegial: Peer reviewed, long-term projects imbedding iterations of planning, testing, redesign (editing), presentation and evaluation and reflection.

Degrees of Expressive Freedom

Prescriptive: A “fill in the blank” approach to learning (e.g., crossword puzzles, worksheets, Cloze procedures) Suggestive: Teacher-defined task involving little student choice (e.g., short answers, creating timelines, plot analysis) Investigative: Students pursue a well-defined question or problem (often teacher –supplied) to answer. Students make predictions and interpret evidence, formulate and suggest solutions, answers or analyses. Constructive: Students build a project, activity, presentation, plan, etc., that uniquely addresses a student-defined problem that has been analyzed from multiple perspectives. Usually involves group work and internal task delegation (roles). Innovative: In groups with self-defined roles, students articulate, research, investigate, and communicate novel solutions to real, self-defined problems for comparison and peer

• evaluation. Topics are often controversial or provocative.

Professional Development: Common Core

I. Common Core: What does it mean to our students? What does it mean for teachers? What will change in our classrooms and daily lives?

A. Think Pair Share B. Butcher paper: specific examples of changes in classes

II. What elements should be incorporated into a strong student-centered lesson?

A. Think, Pair Share B. Write Down distilled responses from group: accept only specific elements. (do not accept “engaging, student-centered, relevant, standards-based”)

III. What do you do to engage students?

A. Think, Pair, Share B.